U.S. History I: Syllabus Course Information History 146 HY 30233 Spring 2023 Meeting Location: Gray Wolf Hall 380 MW 8-9:00 5 credits; No prerequisites Instructor Information Instructor: Lily Fox, She/Her/Hers (Please call me Lily) Email: lfox@everettcc.edu Office: Gray Wolf Hall 338 Office Hours: Wednesday 10 am and gladly by appointment. Zoom LinkLinks to an external site. Meeting ID: 857 5126 1354 Passcode: 347137 Each instructor has a designated time to meet individually with students as needed. This is an optional opportunity for students to ask questions related to an assignment, how to be successful, or even discuss career opportunities. To attend office hours, you can log on to Zoom during the specified time or email me to set up an additional time to meet. Though it's not required, it is always a good idea to send me an email if you plan to attend office hours. That way, I can make sure students do not have a long wait. Course Description This course examines early U.S. history from colonial expansion through the Market Revolution. Topics examined include Precolumbian civilizations, colonization, the Transatlantic Slave Trade, the American Revolution, nation-building, and market growth. To add cohesion between topics, a number of course themes will guide this exploration. Themes include progress at a cost and an assessment of the consequences that accompany colonial expansion. Another theme involves freedom and the continual effort to define and redefine what freedom means in the colonies and then the early republic. Finally, students will focus on the construction of race and national identity. This exploration will enhance understanding of a diversity of experiences and perspectives that define the historical record while also gaining proficiency in interpreting and evaluating both secondary and primary sources. Objectives This course aims to support the following core learning outcomes and objectives: Demonstrate an ability to place historic events in proper chronological order. Apply the concept of cause and effect to explain why historical events occurred as they did. Assess the importance of individuals, thoughts, and actions in determining the development of American history from a multicultural context. Analyze readings of secondary and primary sources and relate them to their historical context. Identify important cultural, economic, political, social, and international developments affecting the US. Assess the importance of a multi-cultural population in the history of the United States The following EvCC Core Learning OutcomesLinks to an external site. are assessed in this course: Analytical Thinking Effective Communication Equity and Social Justice Course Materials This course utilizes Open Educational Resources, OER. OER is assigned by instructors at no cost to students and is easily accessible online. These resources include online textbooks, lectures, and primary source documents. The primary textbook assigned is The American YAWP, a collaborative open textbook published by Stanford University Press. Links to assigned content are embedded within canvas. Regular access to Canvas and campus email are required instructional material. Access to Technology: The Library Media Center loans Chromebooks, netbooks, wifi hotspots, and calculators, to currently enrolled students. Contact the Circulation desk for availability and check-out procedures: circulation@everettcc.edu. See the Technology ResourcesLinks to an external site. page for how to access free versions of Microsoft Office 365 and for discounts on other hardware and software. Assignments Participation Review Questions (5 sets of review questions...20pts each) 2 before week 6 and at least 2 sets after Week 6 Source Annotations (4 source annotations 20 pts each) 2 before week 6 and 2 sets after Week 6 Course Project: Connecting the Past and the Present (Parts 1-4) Final Reflection Participation Purpose Grading participation provides accountability for both instructor and student. Assessing student engagement requires the instructor to provide active opportunities for students to engage with course material and apply learned knowledge. Participation also encourages students to attend class, engage material, and be a part of the class community. Task Participation grades are based on attendance, in-class assignments, and general engagement with course content. Class time is an opportunity for students to engage in discussion, share perspectives, learn from their peers, and apply knowledge. Grading Criteria Excellent – student is present, on time, and prepared for class; student actively participates in class activities and discussion; student refers to course readings and may draw connections with material presented in class. Good – student is present but may be unprepared; student participates in class activities and discussion however, student may not refer to course readings or demonstrate a knowledge of the reading material. Needs some improvement – student may arrive late and/or be unprepared and does not actively participate in class activities; student texts during class, does not pay attention or otherwise demonstrates a lack of engagement; student does not participate in class activities and/or discussion. Poor– student does not attend class and fails to make up lost participation points; student does not participate or demonstrate that they have completed assigned reading. Note: Students often juggle various obligations. This class recognizes that students cannot always be present or comfortable talking in large groups. Module Review Questions 20 pts each. Purpose The assignment encourages the following learning outcomes: Demonstrate an ability to place historical events in proper chronological order. Apply the concept of cause and effect to explain why historical events occurred as they did. Assess the importance of individuals, thoughts, and actions in determining the development of Pacific Northwest history from a multicultural context. Review questions allow students to synthesize content and reflect on key points of the module. These are short answer response questions geared towards critical thinking. Questions require students to describe the significance of historical events and actors, evaluate cause and effect relationships, and draw connections to course themes. Students must cite sources. This requires students to practice locating the source of information and proper citation. Task Students will complete a set of review questions via Canvas "Quizzes." There is no time limit for completing these questions. Take the time you need, use course content, and provide brief citations when necessary. Make sure to avoid blanket statements and fully explain your response. As previously mentioned, students must cite their sources. 5 sets of review questions (5-8 questions each set)...20pts each 2 before week 6 and at least 2 sets after Week 6 *Students DO NOT complete review questions each week. Students select 5 different weeks to complete a set of review questions (each set includes 5-8 questions). Grading Criteria Exemplary Requirements Each response meets suggested length. Student provides citations when necessary. Student answers each question and question component. Student correctly utilizes source material to answer questions asked. Student fully explains response, avoiding blanket statements. Satisfactory Requirements Some responses need more evidence. Student attempts citations but needs to be more specific. Student answers each question and question component. Student correctly utilizes source material to answer questions asked. Student fully explains response, avoiding blanket statements. Almost Satisfactory Assignment lacks detail. Responses do not meet the suggested length. Missing citations Student attempts to answer each question but misses some components. Student needs to expand attention to lecture content and source material. Example Explain how the Portuguese shaped the development of the Transatlantic Slave Trade. (4-6 sentences) Exemplary: The Portuguese are significant for the development of trade in two key ways. First, Portuguese sailors acquired two captives when trying to circumnavigate Africa to get to Asia. They then sold these captives in Lisbon, acquiring a significant profit. The Portuguese then returned to Africa for more slaves (Fox, "The Portuguese Ignite Trade). This marks the initiation of the Atlantic trade. Second, the Portuguese take enslaved Africans to their island colony, the Azores. There they find that slaves can be used to produce sugar, a highly desired commodity (Fox, "Spain enters the slave trade"). This marks the development of slavery as a tool for colonial expansion. European states can use African enslaved labor to produce staple crops in their colonies to amass great wealth. Portugal will also create the first Slave Society in Brazil (Fox, "Brazil's Slave Society"). Satisfactory: The Portuguese are significant for the development of trade in two key ways. First, Portuguese sailors acquired two captives. They then sold these captives in Lisbon, acquiring a significant profit. The Portuguese then returned to Africa for more slaves (Fox, "The Portuguese Ignite Trade). Second, the Portuguese then take enslaved Africans to their island colony, the Azores. There they find that slaves can be used to produce sugar, a highly desired commodity. Almost Satisfactory: The Portuguese ignite trade by taking slaves from Africa and bringing them to Lisbon. They also use slaves to produce sugar. Source Annotations...20 pts each. Purpose This assignment encourages the following learning outcomes: Analyze readings of secondary and primary sources and relate them to their historical context. Assess the importance of individuals, thoughts, and actions in determining the development of U.S. history. This assignment provides the opportunity to achieve these outcomes through source analysis. Source analysis is hands-on history! The work of historians involves endless review of source material. Students will read and analyze both primary and secondary source material. While reading, students will look for pertinent information, connections to lecture content and other readings, and historical significance. This process of annotation is completed collaboratively through a software called, Hypothesis. Students will see and learn from annotations made by other classmates. In addition to practicing hands-on history, this assignment also aims to foster engagement and community through collective annotation. Task Students will complete 4 source annotations. 2 before week 6 and 2 after week 6. Students DO NOT complete annotations each week. Select one source from each module to complete the following steps: Step 1: highlight two statements you think are particularly important for understanding the context of the source. Then write a detailed annotation for each highlight, explaining how specifically each statement reflects the context of the source and why these statements are important. (7-10 sentences each) Step 2: Highlight 2 connections between lecture content and the content in the source. With each highlight, include a detailed annotation. This annotation should explain the connection. (7-10 sentences each). Step 3: Comment on one of your classmate's annotations. Do you agree with their annotation? Why or why not? What would you add to their annotation? (5 sentences). Step 4: Important! Each module also includes a "Source Annotation" canvas assignment. Students will copy and paste their comments into this assignment to ensure they receive proper recognition and feedback. Grading Criteria Satisfactory Requirements Student completes steps 1-3. Students avoid blanket statements and fully explain their points in the suggested sentence length. Student draws specific connections to course content and uses concrete examples. Almost-Satisfactory Requirements Student does not complete all steps Student needs to elaborate on points made. Video: Source Annotation Tutorial Course Project: Connecting the Past and the Present (Parts 1-4) Purpose This assignment aims to highlight history's relevancy to our present moment. Through various stages of research and analysis, this assignment encourages critical thinking and analysis of various source materials. Task Part 1: Selecting a course theme...15 points Step 1: Select one of the following course themes to focus on. Progress and the consequences of progress Identity formation Defining freedom and who is entitled to freedom cause and effect relationships Step 2. Answer the following questions: What does this theme mean to you? How would you guess this theme relates to events in our current moment? Is there a specific topic or event in our current moment that you are interested in that relates to this theme? Part 2: Primary source analysis...50pts Step 1: Select two primary source documents from two different modules. Step 2: Answer the following questions for each source. Source 1 Explain the context of the primary source (5-7 sentences) Summarize key details of this source. (10-15 sentences) How does this source capture the chosen theme? (8-10 sentences) Source 2: Explain the context of the primary source (5-7 sentences) Summarize key details of this source. (10-15 sentences) How does this source capture the chosen theme? (8-10 sentences) Conclusion: How do these two primary sources compare? (7-8 sentences) What are some key takeaways you learn about this theme from these two sources? (5-10 sentences) Part 3: Find a contemporary news article related to the chosen theme. 50 points This can be a challenging step of this assignment. There are two approaches. You can select a news source and then read various articles until you find a source related to your chosen theme. OR, you can consider your theme and a topic you've heard about and then search for a related article. Consider one of the following news sources. You can also identify your own news source. National Public RadioLinks to an external site. BBCLinks to an external site. New York TimesLinks to an external site. Seattle TimesLinks to an external site. SlateLinks to an external site. (Slate emphasizes a historical lens). ProQuestLinks to an external site.(Accessible via EvCC library) Once you found a related news article, answer the following questions: Where did you find this source? What is the news outlet or journal? What do you know about this news source or journalist? If you don’t know anything, research to discern possible political leanings or motivations. What is the topic or event you selected? Summarize the article. (7-10 sentences) How does this article describe that event? (approximately 3 sentences) How does this article capture your selected theme? (7-10 sentences) Compare and contrast this example with the primary source documents. (10-15 sentences) Part 4: Compiling an Essay...50 points Students will use content from parts 1-3 to compile a complete essay. Your essay must address the following: Introduction: Introduce the theme you have chosen. Establish a thesis statement that argues how the selected theme highlights parallels between the past and the present. Your thesis should serve as a roadmap for your paper. Body paragraphs: Weave together your analysis of the primary source material and secondary news article. You also need to include two additional examples of the course theme from the second half of the quarter. Conclusion: Describe important takeaways revealed by this analysis. Why are these important? What can we learn from this analysis? Format: 12pt font, Times New Roman, 1-inch margins, double-spaced, and 4-5 pages. In-text citations and complete bibliography are required. Final Reflection...15pts The purpose of this assignment is to encourage reflection and self-assessment of learning. This allows students to assume a more significant role in evaluation and fosters greater transparency in the grading process. Grading Policies Feedback I make every attempt to grade assignments